Learning Assistant Supported Student Outcomes (LASSO) study initial findings

This study investigates how faculty, student, and course features are linked to student outcomes in Learning Assistant (LA) supported courses. Over 4,500 students and 17 instructors from 13 LA Alliance member institutions participated in the study. Each participating student completed an online concept inventory at the start (pre) and end (post) of their term. The physics concept inventories included Force and Motion Concept Evaluation (FMCE) and the Brief Electricity and Magnetism Assessment (BEMA). Concepts inventories from the fields of biology and chemistry were also included. Our analyses utilize hierarchical linear models that nest student level data (e.g. pre/post scores and gender) within course level data (e.g. discipline and course enrollment) to build models that examine student outcomes across institutions and disciplines. We report findings on the connections between students' outcomes and their gender, race, and time spent working with LAs as well as instructors' experiences with LAs.Comment: 4 pages (2 tables

Probing Question Order Effect in Chemistry Concept Inventories

The design of assessment tools is critical to evaluate accurately students’ understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students’ understanding and students’ performance. This potential impact has been labeled the question order effect in other literature. The set of studies described in this article tested whether question order effects were present within a concept inventory on acid-based chemistry. In particular, we tested whether the order of two conceptually isomorphic questions, one pictorial and one verbal, affected students’ performance on the concept inventory. Two different versions of the inventory were developed and collected from students enrolled in the second semester of first-year university chemistry courses (general chemistry; N=774) at two different institutions and to students enrolled in the first semester of organic chemistry (N=163) at one of the two institutions. Students were further divided in two groups based on their self-reported level of effort in answering the concept inventory. Interviews were also conducted with a total of 26 students at various stages of the studies. Analyses of differences in students’ responses to the two versions of the inventory revealed a question order effect on the pictorial question at one institution and on the verbal question at the other institution. These mixed findings agree with prior studies on the question order effect conducted in other STEM fields

Escala de PH

Conceitos de PH e misturasSimulador que permite misturar diferentes tipos de substâncias com água para análise do ph.Componente Curricular::Ensino Médio::QuímicaComponente Curricular::Ensino Médio::Físic

Escala de PH

Conceitos de PH e misturasSimulador que permite misturar diferentes tipos de substâncias com água para análise do ph.Componente Curricular::Ensino Médio::QuímicaComponente Curricular::Ensino Médio::Físic

A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses

Abstract Background Large introductory STEM courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Instructional innovations such as the Learning Assistant model can influence this trend by changing institutional norms. In collaboration with faculty who teach large-enrollment introductory STEM courses, undergraduate learning assistants (LAs) use research-based instructional strategies designed to encourage active student engagement and elicit student thinking. These instructional innovations help students master the types of skills necessary for college success such as critical thinking and defending ideas. In this study, we use logistic regression with pre-existing institutional data to investigate the relationship between exposure to LA support in large introductory STEM courses and general failure rates in these same and other introductory courses at University of Colorado Boulder. Results Our results indicate that exposure to LA support in any STEM gateway course is associated with a 63% reduction in odds of failure for males and a 55% reduction in odds of failure for females in subsequent STEM gateway courses. Conclusions The LA program appears related to lower course failure rates in introductory STEM courses, but each department involved in this study implements the LA program in different ways. We hypothesize that these differences may influence student experiences in ways that are not apparent in the current analysis, but more work is necessary to support this hypothesis. Despite this potential limitation, we see that the LA program is consistently associated with lower failure rates in introductory STEM courses. These results extend the research base regarding the relationship between the LA program and positive student outcomes

Escala de pH

Simulador que permite misturar diferentes tipos de substâncias com água para análise do pHMisturas; Logaritmo; MolEducação Superior::Ciências Humanas::Educaçã

Escala de pH

Simulador que permite misturar diferentes tipos de substâncias com água para análise do pHMisturas; Logaritmo; MolEducação Superior::Ciências Humanas::Educaçã

In with the new? Generational differences shape population technology adoption patterns in the age of self-driving vehicles

With rapid growth of self-driving vehicle technologies, policymakers and industry are actively engaging the public to understand attitudes toward smart mobility. As public officials explore implementing connected systems, they may find diverse reactions. We present an important insight using precise technology adoption curves for three age groups within a major initiative in the United Kingdom, going beyond theoretical expectations. Specifically, the adaptation of self-driving cars reflects the patterns of adaptation to previous technologies. Furthermore, older participants were more likely to be late adopters of the technology than younger participants. Implications from these insights offer the opportunity to enhance public engagement and optimize the implementation of such systems, thereby maximizing population benefits